Non-union and allied coordinating connections are one of the ways of constructing. Without them, speech is poor, because they provide more information and are capable of containing two or more sentences telling about different events.
Complex sentences and their types
Depending on the number of parts, complex structures are divided into two- and polynomial. In any of the options, the elements are connected either by a conjunction (which, in turn, is provided by the corresponding part of speech) or by a non-conjunction.
Depending on what types of relationships are present, complex formations create the following groups:
- Complex sentence with non-union and allied coordinating connection: The sky suddenly darkened, a distant rumble was heard, and a wall of rain covered the ground, driving down dust and washing away the city smog.
- Constructions that combine elements with a subordinating relationship, for example: The house we entered was depressing, but in this situation we had no choice.
- Complex sentences with subordinating and non-union types of connections: No matter how he hurried, his help was late: another car took the wounded.
- In polynomial constructions, subordinating, non-union and allied coordinating connections can be used simultaneously. The next time the phone rang, my mother answered it, but heard only the voice of a robot informing her that her loan was overdue.
It is important to be able to distinguish between complex sentences and constructions complicated, for example, by homogeneous predicates. As a rule, in the first case, the syntactic lexical unit contains several grammatical stems, while in the second there will be one subject and several predicates.
Non-union designs
In this type of lexical constructions, 2 simple sentences or more can be combined, which are connected by intonation and meaning. They can communicate with each other in the following ways:
- Sentences are linked by enumeration. The evening gradually faded, night fell on the earth, the moon began to rule the world.
- Constructions in which elements are divided into several parts, two of which are opposite fragments. The weather was as if to order: the sky cleared of clouds, the sun was shining brightly, a light breeze blew across the face, creating a slight coolness. In this non-union construction, the second fragment, consisting of 3 simple sentences connected by enumerative intonation, explains its first part.
- A binary combination of simple elements into a polynomial complex structure, in which the parts are combined into semantic groups: The moon rose above the ridge, we did not immediately notice it: the haze hid its radiance.
A non-conjunctive, like a conjunctive coordinating connection, in a complete connection separates individual sentences from each other with punctuation marks.
Commas in non-union polynomial constructions
In complex compounds, their parts are separated by commas, semicolons, dashes and colons. Commas and semicolons are used in enumerative relations:
- The parts are small in size and connected to each other in meaning. After the storm there was silence, followed by a light whisper of rain.
- When parts are too common and not connected by a single meaning, a semicolon is used. Chamomiles and poppies covered the entire clearing; Grasshoppers were chirping somewhere below.
Non-union constructions are most often used to convey a large amount of information that is not always connected in meaning.
Dividing marks in non-union formations
These signs are used for the following types of relationships between elements of a syntactic structure:
- Dash - when the second part is sharply opposed to the first, for example: We knew about his fears - no one knew about his readiness to die.(In such a construction with a non-union, as well as a union, coordinating connection between parts, I would like to put the conjunction “but”).
- When the first part talks about a condition or time, then a dash is also placed between it and the second fragment. The rooster crowed - it's time to get up. In such sentences, the meaning of the conjunctions “if” or “when” is appropriate.
- The same sign is placed if the second part contains a conclusion about what was discussed in the first. There was no strength to object - he silently agreed. In such conjunction constructions, “therefore” is usually inserted.
- When the second part of the sentence is compared and determined by what is narrated in the first. He makes a speech - he breathes hope into people. In these constructions you can add “as if” or “as if”.
- In sentences with an explanatory connection and justification of the reason, a colon is used. I’ll tell you to the point: you can’t let your friends down.
Sentences with a non-union, as well as a union, coordinating connection between parts are separated by signs depending on their semantic relationship.
Complex constructions
In sentences of this type, a coordinating connection is used, carried out using coordinating conjunctions. In this case, between their parts there may be:
- Connective relationships interconnected by unions and, yes or, particles also, also and neither...nor. No birds chirp, no mosquito squeaks, no cicadas chirp.
- In separating relationships, conjunctions are used what and, or, particles either... or, not that... not that and others. Either the wind brings an incomprehensible sound, or it itself approaches us.
- Sentences with both non-union and allied coordinating connections with comparative relations indicate the identity of events, but in the second case with the use of conjunctions namely And that is. Everyone was happy to see him, that is, that’s what he read on their faces.
- Explanatory relationships tend to use conjunctions yes, but, ah, particles but, and therefore and others. A blizzard was raging outside the window, but it was warm near the fireplace in the living room.
Often it is conjunctions and particles that explain what connects simple sentences into a single complex structure.
Complex sentences with mixed types of communication
Constructions where a non-union and a union coordinating connection are present at the same time occur quite often. They can contain separate blocks, each of which contains several simple sentences. Within blocks, some elements are connected to others in meaning and are separated by punctuation marks with or without conjunctions. In a complex sentence with a non-conjunctive and a conjunctive coordinating connection, the boundary between them is the dividing marks, although the individual blocks may not be connected in meaning.
Complex sentences with different types of connections- This complex sentences , which consist of at least from three simple sentences , interconnected by coordinating, subordinating and non-union connections.
To understand the meaning of such complex constructions, it is important to understand how the simple sentences included in them are grouped together.
Often complex sentences with different types of connections are divided into two or several parts (blocks), connected using coordinating conjunctions or without unions; and each part in structure is either a complex sentence or a simple one.
For example:
1) [Sad I]: [there is no friend with me], (with whom I would drink the long separation), (whom I could shake hands from the heart and wish many happy years)(A. Pushkin).
This is a complex sentence with different types of connections: non-union and subordinating, consists of two parts (blocks) connected non-union; the second part reveals the reason for what is said in the first; Part I is a simple sentence in structure; Part II is a complex sentence with two attributive clauses, with homogeneous subordination.
2) [Lane was all in the gardens], and [grew at the fences linden trees, now casting, under the moon, a wide shadow], (so fences And gates on one side they were completely buried in darkness)(A. Chekhov).
This is a complex sentence with different types of connections: coordinating and subordinating, consists of two parts connected by a coordinating conjunction and, the relations between the parts are enumerative; Part I is a simple sentence in structure; Part II - a complex sentence with a subordinate clause; the subordinate clause depends on the main thing and is joined to it by the conjunction so.
A complex sentence can contain sentences with different types of conjunction and non-conjunction connections.
These include:
1) composition and submission.
For example: The sun set and night followed day without interval, as is usually the case in the south.(Lermontov).
(And is a coordinating conjunction, as is a subordinating conjunction.)
The outline of this proposal:
2) composition and non-union communication.
For example: The sun had long since set, but the forest had not yet died down: the turtle doves were murmuring nearby, the cuckoo was crowing in the distance.(Bunin).
(But - coordinating conjunction.)
The outline of this proposal:
3) subordination and non-union connection.
For example: When he woke up, the sun was already rising; the mound obscured him(Chekhov).
(When - subordinating conjunction.)
The outline of this proposal:
4) composition, subordination and non-union connection.
For example: The garden was spacious and there were only oak trees; they began to bloom only recently, so that now through the young foliage the entire garden with its stage, tables and swings was visible.
(And is a coordinating conjunction, so is a subordinating conjunction.)
The outline of this proposal:
In complex sentences with coordinating and subordinating conjunctions, coordinating and subordinating conjunctions may appear side by side.
For example: The weather was beautiful all day, but as we approached Odessa, it began to rain heavily.
(But - a coordinating conjunction, when - a subordinating conjunction.)
The outline of this proposal:
Punctuation marks in sentences with different types of communication
In order to correctly place punctuation marks in complex sentences with different types of connections, it is necessary to select simple sentences, determine the type of connection between them and select the appropriate punctuation mark.
As a rule, a comma is placed between simple sentences in complex sentences with different types of connections.
For example: [In the morning, in the sun, the trees were covered with luxurious frost] , and [this went on for two hours] , [then the frost disappeared] , [the sun has closed] , and [the day passed quietly, thoughtfully , with a drop in the middle of the day and anomalous lunar twilight in the evening].
Sometimes two, three or more simple offers most closely related to each other in meaning and can be separated from other parts of a complex sentence semicolon . Most often, a semicolon occurs in place of a non-union connection.
For example: (When he woke up), [the sun had already risen] ; [the mound obscured it].(The sentence is complex, with different types of connections: with non-union and union connections.)
At the site of the non-union connection between simple sentences within a complex possible Also comma , dash And colon , which are placed according to the rules for placing punctuation marks in a non-union complex sentence.
For example: [The sun has long since set] , But[the forest has not yet died down] : [doves gurgled nearby] , [the cuckoo crowed in the distance]. (The sentence is complex, with different types of connections: with non-union and union connections.)
[Leo Tolstoy saw a broken burdock] – and [lightning flashes] : [the idea of an amazing story about Hadji Murad appeared](Paust.). (The sentence is complex, with different types of connections: coordinating and non-conjunctive.)
In complex syntactic constructions that break up into large logical-syntactic blocks, which themselves are complex sentences or in which one of the blocks turns out to be a complex sentence, punctuation marks are placed at the junction of the blocks, indicating the relationship of the blocks, while maintaining the internal signs placed on their own syntactic basis.
For example: [The bushes, trees, even stumps are so familiar to me here] (that wild felling has become like a garden to me) : [I caressed every bush, every pine tree, every Christmas tree], and [they all became mine], and [it’s the same as if I planted them], [this is my own garden](Priv.) – there is a colon at the junction of blocks; [Yesterday a woodcock stuck his nose into this foliage] (to get a worm from under it) ; [at this time we approached], and [he was forced to take off without throwing off the layer of old aspen foliage from his beak](Priv.) – there is a semicolon at the junction of blocks.
Particular difficulties arise placement of punctuation marks at the junction of the composing And subordinating conjunctions (or coordinating conjunction and allied word). Their punctuation is subject to the laws of the design of sentences with coordinating, subordinating and non-conjunctive connections. However, at the same time, sentences in which several conjunctions appear nearby stand out and require special attention.
In such cases, a comma is placed between conjunctions if the second part of the double conjunction does not follow. then, yes, but(in this case the subordinate clause may be omitted). In other cases, a comma is not placed between two conjunctions.
For example: Winter was coming and , When the first frosts hit, living in the forest became difficult. - Winter was approaching, and when the first frosts hit, it became difficult to live in the forest.
You can call me, but , If you don't call today, we'll leave tomorrow. – You can call me, but if you don’t call today, then we’ll leave tomorrow.
I think that , if you try, you will succeed. – I think that if you try, you will succeed.
Syntactic analysis of a complex sentence with different types of connection
Scheme for parsing a complex sentence with different types of connection
1. Determine the type of sentence according to the purpose of the statement (narrative, interrogative, incentive).
2. Indicate the type of sentence based on emotional coloring (exclamatory or non-exclamatory).
3. Determine (based on grammatical basics) the number of simple sentences and find their boundaries.
4. Determine the semantic parts (blocks) and the type of connection between them (non-union or coordinating).
5. Give a description of each part (block) by structure (simple or complex sentence).
6. Create a proposal outline.
SAMPLE EXAMPLE OF A COMPLEX SENTENCE WITH DIFFERENT TYPES OF CONNECTION
[Suddenly a thick fog], [as if separated by a wall He me from the rest of the world], and, (so as not to get lost), [ I decided
As a supporter of tolerance and a preacher of peaceful life in the spirit of mutual understanding and help between the peoples of different nations (which, for example, is successfully implemented in Moscow), I give a somewhat unusual example of creative/poetic cooperation.
The book of original poems and selected translations of the famous poet Eduard Khandyukov includes his best poetic works of recent times. Eduard Khandyukov showed himself brilliantly in the “rubai” genre, which is not possible for every poet, even gifted ones. This publication is unique both in form and in content thanks to the participation of the wonderful Afghan poet Latif Nazemi and the no less remarkable translator Rahmatullah Rawand. The author-compilers of the book are long-time friends of the Center for the Afghan Diaspora. The result of the creative efforts of Eduard Khandyukov and Rakhmatulla Ravand went beyond literature and grew to the scale of universal, cultural significance, as it represents a unique example of two translations at once - from Russian into Farsi (Dari) and from Farsi (Dari) into Russian. The authors opened more than one door into the world of one culture - they opened doors in both directions and, thus, gave the reader the opportunity to enjoy and compare, criticize and ponder unique creative material.
For many, the book “Friends, Our Union is Beautiful” will become a good companion in our difficult but interesting life. Reading these poems is a real pleasure!
Khandyukov E., Nazemi L., Ravand R. Friends, our union is wonderful: a collection of poems and translations. - M.: IPO “At the Nikitsky Gates”, 164 p. Circulation 500 copies.
This review was published in the Moscow Government newspaper “TVERSKAYA, 13” on my author’s page “World of Reading” - Year of Literature, January 31, 2015 p.19.
Eduard Khandyukov was born on September 12, 1940 in the Azov region, in the city of Mariupol.
Graduated from the Leningrad Higher Marine Engineering School named after. Admiral S.O. Makarova and the Moscow Higher Art and Industrial School (formerly Stroganov).
Secretary of the Board of the International Public Organization of the Union of Writers of Russia, member of the editorial board of the magazine "Poetry".
Full member of the Academy of Medical and Technical Sciences. Laureate of the Moscow Regional Literary Prize named after Yaroslav Smelyakov for 2011. Laureate of the competition “Best Book 2008 - 2011”.
Rahmatullah Rawand was born on December 25, 1954 in the Badakhshan province of Afghanistan. He graduated from the Pedagogical College in the city of Konduz and in 1981 from the Moscow Energy Institute. From 1986 to 1990 worked at the Progress publishing house in Moscow as a senior control editor and translator. Author of translations and publications of many books and articles.
Latif Nazemi was born in 1946 in the city of Herat. Graduated from the Faculty of Philology of Kabul University in 1969. From 1971 to 1973. worked as a literary critic at a Kabul radio station. From 1973 to 1989 worked as a teacher at Kabul University. At the end of 1989 he immigrated from his homeland and to this day lives and works in Germany. He has published numerous articles and essays, some of them in English, German, French, Russian, Mongolian and Bulgarian. He published three collections of poems.
GDZ on the surrounding world from a workbook for grade 2, part 1, authors Pleshakov A.A. and Novitskaya M.Yu. - Perspective program are presented on this page. We hope they will help in preparing your homework.
GDZ on the surrounding world - grade 2 - workbook - part 1 - authors: Pleshakov A.A. and Novitskaya M.Yu.
Universe, time, calendar
Page 3 — 5 — We are the union of the peoples of Russia
1. Cut out from the Appendix figures of people in the costumes of some peoples of Russia. Make a cheerful round dance from the figures. If you are at a loss, look at the textbook.
In the center, write down the names of other peoples of Russia that you know.
2. Look at the map in the textbook on p. 4-5. Find on it the name of the part of the Russian Federation where you live. Complete the sentence with this title:
I live in Moscow region .
3. Imagine the union of different parts of Russia in the form of a magical flower. On one of its petals, beautifully write the name of your part of the Russian Federation. The long name can be abbreviated by the first letters of the words, For example, Yamalo-Nenets Autonomous Okrug - Yamal-Nenets Autonomous Okrug.
On the other petals of the flower, write the names of the parts of Russia where your family or friends live.
4. Find out from your elders or guess for yourself how the name Russian Federation is sometimes abbreviated in documents.
Write down your answer: RF .
5. This is a frame for photographs, drawings or a poem, a story about the most interesting things in your republic (region, territory, district, city, village). Together with your elders, design it as a keepsake.
Red Square in Moscow We are the inhabitants of the universe
Page 6 - 7
1. Imagine that you are admiring the world around you. Draw two pictures. Explain (verbally) why you wanted to make these particular drawings.
Write down the definition.
The Universe is the whole world: stars, planets, satellites.
3. Find out the celestial bodies from the description and write their names in the boxes.
- Hot celestial bodies emitting light - 6 letters.
- Cold celestial bodies. Orbit the Sun. They do not emit their own light - 7 letters.
- Cold celestial bodies. Orbit planets - 8 letters.
4. Label the names of the planets using a textbook or yourself.
Our “Spaceship” - Earth
Page 8 - 9
1. How do you imagine the Earth - our “spaceship”? Draw.
The Earth is our spaceship 2. Fill in the gaps in the text.
The earth's surface that we see around us is called horizon . The boundary of this surface is called skyline .
3. Mark the sides of the horizon on the diagrams. Fill out diagram No. 1 using the textbook. Cover it with your palm or a piece of paper. Try to fill out diagram No. 2 yourself, and then test yourself.
4. Practical work “Compass”.
1) Consider a compass. Use the drawing to study its structure. Show and name the parts of a compass.
*Kartushka is a circular scale (plate with divisions) indicating the sides of the horizon.
2) Follow all the instructions and determine the sides of the horizon.
How to use a compass- Place the compass on a flat horizontal surface. - Pull the safety catch and wait until the arrow stops. - Rotate the compass so that the blue end of the arrow matches the letter WITH, and red - with the letter Y. Then all the letters will indicate the directions of the sides of the horizon. - When you finish work, put the arrow on the fuse.3. Place signs on your desktop indicating the main cardinal directions.
4. Complete it.
Compass- This is a device for determining the sides of the horizon.5. Solve the crossword puzzle.
- Earth model ( globe).
- The northernmost point of our planet (North Pole).
- The southernmost point of our planet (South Pole).
- Vast expanses of water on Earth ( oceans).
- Huge areas of land surrounded on all sides by water ( continents).
6. Using a globe or yourself, identify the continents along their contours. Write the names of the continents.
Time
Page 12 - 13
1. Come up with drawings-symbols indicating the past, present and future. Explain (verbally) why you wanted to make these particular drawings.
2. Number the units of measurement in increasing order.
Think about which units of time can be determined by a clock and which by a calendar.
By the clock you can determine: hours, minutes, seconds. Using the calendar you can determine: year, month, week, day.
3. Practical work “Clocks”.
1) Look at the clock. Use the drawing to study their structure. Show and name the parts of a clock.
2) Observe the movement of the arrows. Which one is the “fastest” and which one is the “slowest”?
The fastest hand on a watch is the second hand. The slowest hand on a clock is the hour hand.
Determine by the clock when the teacher gives the signal. Write down the time.
Time: 10 hours 20 minutes 32 seconds.
3) On the watch model, set different times and determine them. Show this time by drawing arrows.
Left on the clock: 12 hours 39 minutes. In the center on the clock: 5 hours 20 minutes. On the right on the clock is 11:00.
4) Complete it.
A clock is a device for measuring time.
Day and week
Page 14-15
1. Draw a picture to accompany your fairytale explanation of the change of day and night.
2. Cut out the parts from the application and assemble the applique diagram.
3. Write down the definition using a textbook or yourself.
A day is the time from one sunrise to another.
4. Number the days of the week in the correct sequence, starting with Monday.
5. Remember the interesting events that happened in your family on Sunday. Write a story about one of them.
One Sunday my family and I went to nature. We take with us a rubber boat, a tent and other camping supplies. The whole day in the fresh air we fish with dad and mom cooks fish soup. It was a wonderful day.
My week
Page 16 -17
Make up a photo story about your life in a week. Come up with captions for the photos. Write down how you rate the past week and why.
Football My week was great. I learned a lot of new and interesting things at school, and had a good rest on the weekend. Month and year
1. Cut out the parts from the Appendix and assemble an applique diagram.
2. Observe the Moon for a month. Try to see the new moon, the “growth” of the Moon, the full moon, the “aging” of the Moon. Draw what the Moon looks like on different days. Under the pictures, write down the dates of observations.
Moon phases: “growing” moon, full moon, “aging” moon and new moon 3. Draw a picture to accompany your fairytale explanation of the changing appearance of the Moon.
4. Write down the definition using a textbook or yourself.
Year- this is the time during which the Earth makes a complete revolution around the Sun.5. Number the months in the correct order, starting with January.
Seasons
Page 20-21
1. Come up with symbolic drawings for the four seasons. Draw them in the correct sequence, starting with spring. Write the names of the seasons.
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2. Cut out the parts from the Appendix and assemble an applique diagram.
3. Draw a picture to accompany your fairytale explanation of the changing seasons.
4. Write down the definition.
Natural phenomena are all changes occurring in nature.
5. Give 2-3 examples of seasonal phenomena.
Spring phenomena: snowmelt, flood, drops. Summer phenomena: rainbow, hail, lightning. Autumn phenomena: fog, rain, slush. Winter phenomena: snowfall, blizzard, blizzard. Read more about natural phenomena in the article: natural phenomena.Weather
Page 22 - 23
1. Practical work “Thermometer”.
1) Using a photograph and workbook text, study the structure of an outdoor thermometer. Show and name its main parts.
The main parts of a thermometer are a glass tube filled with liquid and a scale (a plate with divisions). Each division on the scale represents one degree. In the middle of the scale you see zero. This is the border between degrees of heat and degrees of frost. The end of the liquid column in the thermometer tube indicates the number of degrees.
2) Compare thermometers: street, room, water, medical. What are their similarities and differences?
The similarity between different thermometers is that they are all used to measure temperature. The differences between different thermometers lie in their areas of application, as well as in the temperature range marked on the scale.
3) Read how temperature is recorded and do the exercises.
The number of degrees of heat is written with a “+” sign, and the number of degrees of frost - with a “-“ sign. A small circle is placed next to the word “degree”.
For example +10, -10. If a medical thermometer shows a temperature above +37, then the person is sick.
Write in numbers:
Ten degrees of heat - +10°C ten degrees of frost - -10°C zero degrees - 0°C six degrees above zero - +6°C six degrees below zero - -6°C
Write it down in words:
5°C - five degrees Celsius. -7°C - seven degrees below zero.
4) Using appropriate thermometers, determine the temperature of the air, water, and your body. Fill the table.
5) Write down the definition.
is a device for measuring temperature.Page 24 - 25
2. What weather phenomena are shown in the photographs? Sign.
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Mark (fill in the circle) the phenomena that you observed.
3. Conventional signs are used to indicate weather phenomena. Look at them and learn to draw.
4. Write down the definition using a textbook or yourself.
Weather is a combination of air temperature and precipitation, wind and cloudiness.Calendar - keeper of time, guardian of memory
Page 26 - 27
1. Consider how the page of the tear-off calendar is arranged. Using her example, design the “My Birthday” calendar page on the right.
Create a spoken story about yourself for the back page of the calendar.
2. Write the names of the seasons in the center of the calendar circle. Color each part of the circle highlighted with red lines with appropriate colors. Explain (verbally) why you chose these colors for each season.
3. Using the calendar circle, determine which months your loved ones’ birthdays fall on. Write their names in the box. And in the circles indicate the numbers of family holidays.
4. Guess the riddles. Write down the answers. Check the answers in the Appendix.
Days arrive, Twelve brothers And he himself departs. They follow each other, (Tear-off calendar) They don’t pass each other. (months)
Red days of the calendar
Page 28 - 29
1. Come up with a holiday sign. Draw it in a frame.
| June 12 — Russia Day | |
| August 22 — Day of the State Flag of the Russian Federation | |
| 1 September is the day of knowledge | |
| October 5th - International Teachers' Day | |
| November 4 — National Unity Day | |
| December 12 — Constitution Day of the Russian Federation | |
| January 1 - New Year | |
| February 23 – Defender of the Fatherland Day | |
| March 8 - International Women's Day | |
| May 1 - Spring and Labor Day | |
| May 9 - Victory Day |
2. Select and paste a photo of the celebration of one of the red days of the calendar (of your choice). Come up with a caption for it. You can use photographs from magazines.
Folk calendar
Page 30 - 31
Page 36. Autumn.
Autumn months
1. In the first column, read aloud the names of the autumn months in the ancient Roman calendar. Compare their sound with the sound of modern Russian names for the autumn months. Write Russian names in the second column. Orally make a conclusion about their origin.
In the 2nd column we write from top to bottom: September October November
Find out from your elders and write down in the third column the names of the autumn months in the languages of the people of your region.
In the 3rd column we write from top to bottom: howler monkey
2. Write down the names of the autumn months in the language of the peoples of your region that are connected:
a) with the phenomena of inanimate nature: rain bell, howler, mudbird, gloomy, howler.
b) with the phenomena of living nature: deciduous, leaf fall.
c) with the difficulty of people: the bread-grower, the wedding-gardener, the skit-maker, the leaf-cutter.
3. Russia is great. Therefore, summer is said goodbye and autumn is greeted at different times and more than once. Write down the dates of the arrival of autumn according to the ancient calendars of the peoples of your region.
Answer: summer in Russia comes on September 1 (the modern date of the arrival of autumn), September 14 (the arrival of autumn according to the old style), September 23 (the day of the autumnal equinox in the Moscow state was considered the day of the onset of autumn).
4. Captions for the drawing to choose from: golden autumn; a dull time - a charm of the eyes; autumn in the village; autumn Moscow; waiting for winter.
pp. 38-39. Autumn in inanimate nature.
1. Mark a diagram that shows the position of the sun in autumn. Explain (orally) your choice.
Let's mark the second diagram. There are signs of autumn on it (rain, leaves falling, the Sun is low above the ground).
To understand: The Earth rotates around the Sun, while the Earth's axis is always tilted the same. When the axis is tilted towards the sun, it appears high relative to the ground, is “directly overhead”, its rays fall “vertically”, this time of year is called summer. When the Earth rotates around the Sun, the axis shifts relative to it and the Sun seems to descend relative to the Earth. Its rays fall obliquely on the Earth. Autumn is coming.
2. Make a list of autumn phenomena in inanimate nature using the textbook text.
Answer: frost, frost, rain, fog, autumn equinox, freeze-up.
3. Write down the date.
pp. 40-41. Folk holidays at the time of the autumn equinox.
Traditional costumes of Nanai hunters of the Amur region are a combination of brown, red, pink and blue colors in patterns. The dishes are golden and painted.
Kamchatka's reindeer herders dress in clothes and shoes made from reindeer skins, usually in all shades of brown or gray, with light fur.
P.42-43. Starry sky in autumn.
1. Using the illustrations in the textbook, connect the stars so that you get the shapes of a bear and a swan. In the left picture, highlight the Big Dipper's bucket.
For the answer, see the picture.
2. Draw a picture for your fairy-tale story about how a big bear appeared in the starry sky.
Fairytale story: One day a bear cub wanted to feast on honey and climbed up a tree to destroy the hive. And the forest bees are angry, they attacked the bear cub and began to sting. The little bear began to climb higher and higher up the tree. The mother bear saw this, rushed to save the bear cub, also climbed the tree, and followed him to the very top of the tree. She covers her son with herself, and the bees sting more and more. I had to climb even higher, to the very sky, so that the bees wouldn’t reach me. They are still there: Ursa Major and Ursa Minor.
Or write a story about how bears hid in a tree from a hunter, and then climbed into the sky and escaped the chase.
We draw bears climbing into the sky from the top of a tree.
3. Observe the starry sky. Find familiar and new constellations and stars. Note the location of the Ursa Major's scoop. Write down the names of the constellations and stars that you were able to see:
Constellations: Ursa Major, Ursa Minor, Pisces, Aries, Andromeda.
Stars: Venus, Sirius, Polaris.
4. Write a story about one of the constellations of the autumn sky. For this purpose, use information from the atlas-identifier, other books, the Internet (at your discretion).
Story: Bootes or Shepherd is a constellation in the sky of the northern hemisphere. It is observed both in summer and autumn. It looks like a man guarding a herd. The imagination of ancient people depicted him with a staff and two dogs. There are several myths about this constellation, but the most interesting one says that the first plowman on earth was turned into this constellation, who taught people to cultivate the land. The constellation Bootes includes the very bright star Arcturus next to Ursa Major, and it itself resembles a fan.
If you want, come up with a fairy tale about the constellations of the autumn sky. Write it down on a separate sheet of paper and arrange it beautifully.
First you need to find out which constellations are visible in the sky of the northern hemisphere in the fall. They are shown and labeled in the figure:
We come up with a fairy tale about any of them or all of them at once.
Fairy tale: People lived in the same city. They were kind and honest, they achieved everything through their hard work. Among them were a shepherd who tended cattle, a charioteer, twin children, an Aquarius who carried water from a well, a beautiful maiden and Cassiopeia, and many others. They also had pets: Taurus, Aries, horse, hounds. And when the boy Perseus began to play the flute, all the animals from the nearby forest came to listen to him: the cunning fox, the lynx, the lion, the mother bear and her cub. Fish, a whale and a dolphin swam to the shore. Even the fairy-tale unicorn and dragon listened to the gentle melody. But then one autumn a volcanic eruption began near the town. He burned forests and fields, knocked down houses and was ready to burn the city and all its inhabitants. But the huge dragon told the people: you have never done harm to anyone, you are all very good and I will save you. He gathered everyone who could fit onto his back and carried him to heaven. So the constellation Perseus and the dragon still shine from the sky to this day; there was a place for everyone in the autumn night sky.
Page 44-45. Grass near our house.
1. Cut out the pictures from the Appendix and place each plant in its own window.
3. Consider the herbaceous plants around your home. Using an atlas-identifier, find out the names of several herbs and write them down.
Answer: clover, bluegrass, foxtail, yarrow, knotweed (bird buckwheat), plantain, dandelion, mint, burdock.
4. Write a story about one of the herbs growing near your house. Use information from the Green Pages book or other sources (at your discretion).
Mint.
There is mint growing near our house. This plant has a very pleasant smell. We often collect mint, dry its green leaves and add it to tea. I like to drink mint tea. There are several types of mint, including medicinal mint.
Plantain.
Plantain grows along roads, which is where it got its name. It has wide leaves and a long stem on which small flowers bloom and seeds ripen. This plant is medicinal. If you cut yourself, apply plantain and the wound will heal faster.
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pp. 46-47. Ancient women's work.
1. Find flax among these plants.
Answer: second from the left.
3. You are in the museum of flax and birch bark in the city of Kostroma. Look at photographs of tools for processing flax, making linen threads and fabric. Write the numbers of their names in the circles. 1. Spinning wheel. 2. Weaving mill. 3. Spinning wheel. 4. Ruffled. 5. Mortar and pestle. 6. Flax mill.
The answer is in the picture.
It will be very useful to show your child an instructional video on flax processing. This way the student will clearly see the whole process and will better remember the purpose of the items for processing flax.
Page 48-49. Trees and shrubs in autumn.
1. Identify trees and shrubs by their leaves and write the numbers of their names in the circles.
The answer is in the picture. The leaves of linden, birch and hazel turn yellow in autumn. Euonymus can be either yellow or purple in autumn. Oak leaves turn orange. Rowan, maple and aspen are yellow-red. Viburnum leaves in autumn are green or yellow at the stem and red at the edges.
2. Find a shrub among these plants and underline its name.
Answer: juniper.
Find a tree whose needles turn yellow and fall off in the fall.
Answer: larch.
3. Visit a forest, park or square. Admire the trees and shrubs in their autumn attire. Using the identification atlas, find out the names of several trees and shrubs. Write them down.
Answer: Birch, poplar, thuja, maple, rowan, linden, spruce, pine, aspen.
4. Observe and write down when the leaf fall ends: for birches - in October; for linden trees - in September; for maples - in September; for poplar - in November; for aspen - in September; at viburnum - in October.
pp. 50-51. Wonderful flower beds in autumn
3. Identify a few fall flower garden plants. Write down their names.
We determine it using the atlas of Pleshakov’s determinant.
Answer: chrysanthemums, asters, dahlias, rudbeckia, helenium, ornamental cabbage.
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4. Write a story about one of the plants in the autumn flower garden.
Dahlia
1. The legend tells how the dahlia flower appeared on earth. The dahlia appeared on the site of the last fire, which died out with the onset of the Ice Age. This flower was the first to sprouted from the ground after the arrival of warmth on the earth and with its flowering marked the victory of life over death, warmth over cold.
2. In ancient times, the dahlia was not as common as it is now. Then it was only the property of the royal gardens. No one had the right to remove or remove the dahlia from the palace garden. A young gardener named George worked in that garden. And he had a beloved, to whom he once gave a beautiful flower - a dahlia. He secretly took a dahlia sprout from the royal palace and planted it near his bride's house in the spring. This could not remain a secret, and rumors reached the king that the flower from his garden was now growing outside his palace. The king's anger knew no bounds. By his decree, the gardener Georg was captured by guards and put in prison, from which he was never destined to leave. And the dahlia has since become the property of everyone who liked this flower. This flower, the dahlia, was named after the gardener.
pp. 52-53. Mushrooms
2. Draw a diagram of the structure of a mushroom and label its parts. Test yourself using the diagram in the textbook.
The main parts of the mushroom: mycelium, stem, cap.
4. Give other examples of edible and inedible mushrooms using the atlas-identifier From Earth to Sky (Pleshakov).
Edible mushrooms: butterfly, boletus, milk mushroom, saffron milk cap, russula.
Inedible mushrooms: fly agaric, galerina, svinushka.
Page 54-55. Six-legged and eight-legged.
1. What are these insects called? Write the numbers of their names in the circles.
2. Cut out the pictures from the application and make diagrams of the transformation of insects. Finish the signatures.
Diagram of insect transformation.
Eggs - larva - dragonfly. Eggs - caterpillar - pupa - butterfly.
3. Find an extra picture in this row and circle it. Explain (verbally) your decision.
Answer: Extra spider. It has 8 legs and is classified as an arachnid, while the others in the picture have 6 legs and are insects.
4. Write a story about insects that interest you or about spiders. Use information from the atlas-identifier, the book “Green Pages! or “Giant in the Clearing” (your choice).
Near our dacha, in the forest, there are several large anthills. Ants work all day, collecting seeds and dead animals. Ants also graze aphids. They slap the aphid on the back, and it secretes a drop of sweet liquid. This liquid attracts ants. They love sweets.
Page 56-57. Bird secrets
1. What are these birds called? Write the numbers of their names in the circles.
Migratory birds: swallow, swift, starling, duck, heron, rook.
Wintering birds: jay, woodpecker, nuthatch, tit, crow, sparrow.
2. Give other examples of migratory and wintering birds. You can use information from the book “Green Pages”.
Migratory birds: crane, redstart, sandpiper, thrush, wagtail, wild geese.
Wintering birds: jackdaw, pigeon, bullfinch, magpie.
3. Watch the birds of your city (village). Find out their names using the identification atlas. Pay attention to the behavior of the birds. Does every bird have its own character? Based on the results of your observation, write your story. Make a drawing and paste a photo.
The jay is a forest bird, but recently it can be increasingly seen in the city: parks and squares. This is a very beautiful bird. On her wings she has multi-colored feathers with a blue tint. The jay screams sharply, piercingly. This forest beauty loves to eat acorns, also picks up leftover food, sometimes destroys bird nests and even attacks small birds.
Page 58-59. How different animals prepare for winter.
1. Recognize animals by description. Write the names.
frog
toad
lizard
snake
2. Color the squirrel and hare in summer and winter outfits. Draw each animal its natural environment. Explain (orally) why these animals change coat color.
The hare is gray in summer, slightly reddish, and by winter it changes its skin to white.
Squirrels come in a variety of colors, from light tan to black. In the fall, they also molt, changing their coat to a thicker and warmer one, but their color does not change significantly.
3. Sign who made these supplies for the winter.
Answer: 1. Squirrel. 2. Mouse.
4. Write the names of the animals in the text.
On the ground in a hole, the hedgehog makes a small nest from dry leaves, grass, and moss. In it he hibernates until spring. And in late autumn, a bear makes a den for itself under a fallen tree and sleeps in it all winter.
pp. 60-61. Invisible threads in the autumn forest.
1. How are the oak and forest animals related to each other? Cut out the pictures from the Appendix and paste them into the windows of diagram No. 1, and write the names of the animals in diagram No. 2.
Answer: squirrel, jay, mouse. They feed on oak fruits and live here.
2. Cut out the pictures from the application and paste them into the windows of the diagrams. Make diagrams with names within the framework.
Answer: Squirrels and mice feed on nuts. Rowan - thrush.
3. Give your example of invisible threads in the autumn forest and depict it in the form of a diagram.
Example: a squirrel (eats the seeds of cones) and a woodpecker (eats insects living in the bark, thereby healing the tree) feed on a pine tree.
4. Look at the photographs. Tell us (orally) what invisible threads in the autumn forest they remind you of.
Nuts are reminiscent of squirrels and mice. Acorns - squirrel, jay, mouse. Rowan - thrush.
pp. 62-63. Autumn work.
1. List what people do in the fall in the house, garden, or vegetable garden.
In the house: they insulate the windows, store firewood and coal for the winter, prepare stoves and heating boilers, make seams for the winter.
In the garden: harvesting from trees, protecting tree trunks from rodents and frost, burning fallen leaves
In the garden: vegetables are collected, sent to the cellar for storage, and the beds are dug up.
2. Select and paste a photo of autumn work in your family.
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Think and write down what qualities are needed to do such a job.
Answer: love of the land, hard work, ability to work with a shovel, hoe, rake, patience, strength.
Page 64-65. Be healthy.
1. Draw what games you like to play in summer and autumn. Instead of drawings, you can paste photographs.
Summer and autumn games: catch, tag, hide and seek, football, dodgeball, kondal, badminton, for girls - rubber band, hopscotch.
2. Think and write down what qualities are developed in the games you like to play in the summer and autumn.
Answer: agility, strength, ingenuity, courage, attentiveness, perseverance.
3. Ask the elders in the family to tell about one of the backgammon games in your region. Describe the game together. Give it a name...
GAME “Tall Oak”
Our grandparents played this game in Rus'; its name has been preserved since the 50s of the last century. To play you need one ball. From 4 to 30 (or more) children play.
Everyone stands in a circle. There is one person with a ball inside the circle. He throws the ball high above himself and shouts the name of one of the players, for example: “Lyuba!” All the children (including the one who threw the ball) scatter in all directions. Lyuba must pick up the ball and throw it at one of the guys. Whoever gets hit throws the ball next.
They play until they get bored.
What qualities does this game develop: reaction speed, accuracy, running speed, agility.
pp. 66-69. Nature conservation in autumn.
3. We met these plants and animals from the Red Book of Russia in 1st grade. Remember their names. Write the numbers in the circles.
4. And here are a few more representatives of the Red Book of Russia. Use your textbook to color them and label them.
Ram mushroom, water chestnut, tangerine.
5. Write a story about one of the representatives of the Red Book of Russia, living in your region.
Example: Atlantic walrus. The habitat of this rare species is the Barents and Kara Seas. An adult walrus can reach a length of 4 meters, and the weight of an Atlantic walrus can be about one and a half tons. This species of walrus was almost completely exterminated. Today, thanks to the efforts of specialists, a slight increase in the population is recorded, although their exact number is still impossible to determine, since without special equipment it is extremely difficult to get to the rookery of these animals.
Page 70. Autumn walk.
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